MATHEMATICS
STAGE 1
TEACHING AND LEARNING OVERVIEW
TERM:
WEEK: 5
STRAND: STATISTICS AND PROBABILITY
SUB-STRAND: Data 2
WORKING MATHEMATICALLY:
MA1-1WM, MA1-2WM, MA1-3WM
OUTCOMES: MA1-17SP
Gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results.
CONTENT:
Identify a question of interest based on one categorical variable and gather data relevant to the question (ACMSP048)
 Pose suitable questions that will elicit categorical answers and gather the data.
Collect, check and classify data (ACMSP049)
 Collect data on familiar topics through questioning, eg 'How many students are in our class each day this week?'
 Use tally marks to assist with data collection. (Communicating)
 Identify categories of data and use them to sort data, eg sort data collected on attendance by day of the week and into boys and girls present.
Create displays of data using lists, tables and picture graphs and interpret them (ACMSP050)
 Display data using lists, tables.
 Use displays to communicate information gathered in other learning areas, eg data gathered in a unit on families or local places (
 Interpret information presented in lists, tables and picture graphs
ASSESSMENT FOR
LEARNING
(PRE-ASSESSMENT)
WARM UP / DRILL
TENS ACTIVITY
NEWMAN’S PROBLEM
INVESTIGATION
QUALITY TEACHING
ELEMENTS
RESOURCES
 Collect data on familiar topics through questioning. Sort data relating to the classes favourite pets (birds, cats, dogs, fish) Transfer this
information to a tally chart and then convert to a picture graph. Answer questions relating to the graph constructed. Which has more. Which has
least. How many more children liked dogs than cats.
☐Place coloured paddle pop sticks in a hoop. Line teams up and have them race to collect one stick at a time with the aim to collect 5 sticks of each
colour. Sticks must be laid on the ground as a tally. (Fifth one crossed over other four) Children to play Steal a stick from the other groups. Set a clock
or stopwatch and time for 3 minutes. Team with most colours tallied wins. (It would best to space children and set firm ground rules for this activity.)
☐First to fifty. Have students take turns to roll a dice and tally to fifty.
☐ A teacher surveyed the students in her class to find out their favourite pets. Chris and Tom both love dogs. Sally likes having a cat. Jill and Matt each
voted for dogs even though they don’t have one. Justin decided goldfish were his favourite. The three students at table four agreed with Sally that cats
were the best. Collin convinced Erin and Nathan to all vote for a frog as their favourite. Finally, the last three children from table one voted for dogs as
their favourite pets. Create a table using tally marks and then convert the information into a picture graph.
INTELLECTUALQUALITY
QUALITY LEARNINGENVIRONMENT
SIGNIFICANCE
Deep knowledge
Explicit quality criteria
Background knowledge
Deep understanding
Engagement
Cultural knowledge
Problematic knowledge
High expectations
Knowledge integration
Higher-order thinking
Social support
Inclusivity
Metalanguage
Substantive communication
Students’ self-regulation
Connectedness
Student direction
Narrative
Internet, computers,Interactive Whiteboard, tubs, Multicubes, cubes, tally graph and picture data graph recording sheets, Smartie packets, tins of
pencils, carboard, pencils, paperhttp://k6.boardofstudies.nsw.edu.au/wps/portal/go/mathematics/support-students-special-needs/case-studies/casestudy-4/selection-of-outcomes-and-content Examples for teachers http://cathedralkindergarten.blogspot.com.au/2013/01/free-100-days-of-schoolpizza-activity.htmlhttps://docs.google.com/file/d/0B5eMvftNcU03YlhiVkNSV3VIUHc/edit?pli=1
 Narrative
TEACHING AND LEARNING EXPERIENCE
WHOLE CLASS
INSTRUCTIONMODELLED ACTIVITIES
 View:
http://www.bbc.co.uk/bitesize/ks2/math
s/data/interpreting_data/play/
GUIDED &INDEPENDENT ACTIVITIES
LEARNING
SEQUENCE
Remediation
ES1
LEARNING
SEQUENCE
S1
How would we show these in a picture
graph.
 Have the class help construct a graph on
the whiteboard.
 Whole Class Teaching Activities
Representing/Recording Data
When presenting data in a graph the
following will need to be stressed:
 Using a consistent size symbol to
represent equal amounts
 Starting from the baseline
 Equal spacing between symbols
 Students may use a variety of mediums to
represent data including:
 Photos and pictures (same size)
 Drawings (same size)
 Coloured paper squares
 Colouring-in squares on grid paper
 Symbols to represent data
 Tally marks
 Computer software
LEARNING
SEQUENCE
Extension
Early S2
EVALUATION
&REFLECTION
☐ Using tally marks Activities - Predict and Tally the Weather -
 Identify categories and use them to sort data. Each child is given a small packet of Smarties or a small group of
children and a small jar of Smarties. Arrange the Smarties in columns according to colour. Discuss: the
frequency of each colour after tallying each one and how many of each colour if you combine with a partner,
group, whole class. Colour grid paper to represent the Smarties, and create a picture graph. Give graph a
heading and label each axis. ☐Use digital technologies to create a picture graph from information collected.
 Class Unit of Study
Use displays to communicate information gathered in other learning areas. Collect data by tallying and create a
picture graph relating to a current class unit of study. For example use a current unit of study for example,
family studies, local places or weather. Gather this information and represent it in lists and tables and convert
to a picture graph displaying one to one correspondence.
 About Us.
Make cards using statements from students e.g. I like to swim, I help my dad in the garden, I like
chocolate.Cards are placed around the room and students use tally marks on the statements that relate to
them. The tallies are counted and a picturegraph created to represent the data and/or
 Display data in lists and tables from class surveys
 Interpret information presented in these lists and tables. Teacher made worksheet or Analysing and
Interpreting data From Smarties and or About Us
 Determine: The most popular colour/statement. The least popular colour/statement. Numbers of specified
colours.
Differences between specified colours/statements. Were the contents of any boxes identical?
Have students make question cards or design a worksheet and swap with a peer to complete.
 Review the terms: Metalanguage
least popular, most popular, predict, dot plot, column graph, data, survey, category, display.
 Combination Dice http://www.mathsisfun.com/activity/dice-experiment-1.html
Students roll two dice 30 times, add the two numbers and keep a tally of the results. The data is transferred to a
column graph and the students interpret the data.
Which number came up most/least often?
Did any two numbers come up the same number of times? What were they?
Student engagement:
Achievement of Outcomes:
Resources:
Follow up:
TEACHING AND LEARNING EXPERIENCE
WHOLE CLASS
INSTRUCTIONMODELLED ACTIVITIES
 Explicit teaching
http://www.bbc.co.uk/bitesize/ks2/math
s/data/interpreting_data/play/
 Whole Class Teaching ActivitiesRepresenting/Recording Data
When presenting data in a graph the
following will need to be stressed:
 Using a consistent size symbol to
represent equal amounts
 Starting from the baseline
 Equal spacing between symbols
Students may use a variety of mediums to
represent data including:
 Photos and pictures (same size)
 Drawings (same size)
 Coloured paper squares
 Metalanguage:
Students should be able to communicate
using the following
language: information, data, collect,
gather, category, display, symbol,
tallymark, picture graph, list, table, equal
spacing, key, baseline, largest, smallest,
more than, the same as, less than, equal
to, similar, different, compare, least
popular, most popular, favourite, row,
column, survey, sort, category, compare,
prefer, tally, arrangement, picture graph,
spinner.


GUIDED &INDEPENDENT ACTIVITIES
LEARNING
SEQUENCE
Remediation
ES1
LEARNING
SEQUENCE
S1
LEARNING
SEQUENCE
Extension
Early S2
EVALUATION
&REFLECTION
 Learning to tally and learning how to display this information in lists and tables ‘Soccer Spin’ may be
downloaded from Teachers Pay Teachers (Free to join) Math Game of Probability, Predictions & Tally Marks By
Prince Padania
 How could we Tally this information in a picture graph.
Anyone for Pizza?
 Have the children make and include ingredients for a pizza. Teacher can supply a stencil with toppings or the
children can have fun using paper and their imaginations to make toppings. Supply students with a circle
template and have them make their pizza to a customer,(class friends) ingredient specifications. Predict the
likely responses within data to be collected (Reasoning)Have children present their pizza to their customer to
convert to tallies and then to construct a picture graph. Represent data in a picture graph using a baseline,
equal spacing, same-sized symbols and a key indicating one-to-one correspondence.
 Make a roll for your class over a set period of time. Identify categories of data and use them to sort data into
lists and tableseg collected on attendance by day of the week and into boys and girls present.
 Use digital technologies to make a graph. Have the children explain how technology can help us make this more
uniform. Use digital technologies to create picture graphs (Communicating)Determine what data to gather in
order investigate a question of interest, eg favourite or least favourite topping or pizza (Problem Solving)
 Interpret information presented in lists, tables and picture graphs. (Teacher makes/sources worksheet)
Alternatively, have children make up their own questions and have peers answer them. “What is the favourite
kind of pizza in our class?” “How many more students like ham on their pizza than pepperoni?” “Which was the
least favourite pizza?” “Why do you think the fewest students chose ‘…’ as their favourite pizza ingredient?”
 Temperature of the Playground. Previous day students measure the temperature of the playground every
hour. Using the data gathered the class creates a column graph. Discuss an appropriate title, label the axes,
work out a scale for the vertical axes, columns. Discuss the graph, what it shows, advantages and
disadvantages. How could it be better, collecting every ½ hour.
Student engagement:
Achievement of Outcomes:
Resources:
Follow up:
All assessment tasks should be written in red and planning should be based around developing the skills to complete that task.
Assessment rubrics or marking scale should be considered